GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Montell Pinkston
Name:
Grade Level: 2rd Grade
Date: July 20, 2021
Unit/Subject: Narrative Writing/ Journal entry
Instructional Plan Title: What School Means for Me
Lesson Summary and In this unit, students will practice their narrative writing, that will help them
Focus: develop their knowledge of parts of the story. After reading a story about
the school does not traditional, students will turn and talk to the show to
partner about what they think a perfect score will be.
Classroom and Student Within his classroom, there are approximately 30 students. There are 16
Factors/Grouping: female students and 14 male students with wide range of performance
level as far as academics. The levels that the students are: at grade level,
one year above grade level, two years below grade level, in two years
below grade level. There is a group of five students that have IEP’s as well
as for students that are English language learners.
National/State Learning CCSS.ELA-LITERACY.W.2.3
Standards: Write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts, and
feelings, use temporal words to signal event order, and provide a sense of
closure.
Specific Learning In this lesson, students will be able to review the writing process and
Target(s)/Objectives: discuss examples of it. Next students will be able to write description and
narrative format given the reader their ideas of a perfect score. And lastly
students will be able to have classroom discussions and respect one
another is opinion.
Academic Language The academic language that the students will be participating in using is:
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LESSON PLAN TEMPLATE
Narrative
Setting
Beginning
Body
Conclusion
Who
What
When
Where
How
Resources, Materials, The material students would need for this assignment is:
Equipment, and
Technology: Journals
Pencil
Chromebook
Vocabulary flashcards
The book ‘Wacky School’
Projector
Interactive whiteboard
Chromebook
Section 2: Instructional Planning
Anticipatory Set Time
Needed
At this time, my goal is to reach into the student’s previous knowledge and activate it. To do this I
10-15
will read the book “Wacky Schools” to the entire class. After reading the book I will ask the
Min
students what words grabs your attention while I was reading? What are the names of the
characters? How did the Author develop the main idea? Can you name some of those events
that happened in the story? I will use a anchor chart to record the students responses so that
they can refer back to him in the future.
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GCU College of Education
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Multiple Means of Representation Time
Needed
To begin, I will have students Open their journals and write the vocabulary in their 40
journals. Min
I will use a think about to have the students to identified the different elements of an
ordinary school.
I will have the students use another page in their writing journal to start their narrative of
their perfect school.
I will have students use digital animation to create a detailed picture of the school of their
choice
Explain how you will differentiate materials for each of the following groups:
English language learners (ELL): For students that are English language learners, I will
group them in small groups so that I can have a focus group and work with them
independently.
Students with special needs: Students with special needs will receive guided instructions
to complete their narrative. This will allow students to be able to work independently and
accomplish their goal of completing the assignment.
Students with gifted abilities: students that are gifted Will be able to share out their ideas
with the class and we use as examples for a list to follow. This will give them a sense of
responsibility and build them up socially.
Early finishers (those students who finish early and may need additional
resources/support): Students that finish early will receive additional support by having to
complete an activity that requires them to use the key vocabulary.
Multiple Means of Engagement Time
Needed
To begin with, so this will be grouped together so that they can turn in talk to one another 20 min
to discuss with their ideal school will look like.
Students will be required to write I description of their school, the people in it, and
develop a picture (Digital or by hand) of what it looks like. Students within pair up with a
partner and discuss the details.
Students will use the skill of think pair share to review the near to checklist
Students will be required to work together to come up with their main characters and a
description of them.
With the use of the buddy system, students that are gifted will be partner with students
that are struggling to provide them with added help.
Explain how you will differentiate activities for each of the following groups:
English language learners (ELL): Students that are English language learners Will be
giving added assistance by the teacher and they will get picture representation of what’s
on the checklist so that they can communicate with others.
Students with special needs: Hand over hand support will be provided to students with
special needs. This will help guide them through the writing process and complete the
© 2019. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
assignment.
Students with gifted abilities: Students that are gifted Will be able to continue their work
and develop their near it to without teacher assistance.
Early finishers (those students who finish early and may need additional
resources/support): Students that are really finishers will work on their vocabulary for the
week.
Multiple Means of Expression Time
Needed
Students will complete an exit ticket that will require them to write a one paragraph 20 min
reflection. In this reflection, common students will be able to write in detail key points
from their narrative writing assignment. Student should be able to identify key
characters, locations, and the plot of their narrative.
Explain how you will differentiate assessments for each of the following groups:
English language learners (ELL): To assist students that are English language learners,
the teacher will provide the English language learner student with a picture
representation of what the student needs to accomplish.
Students with special needs: Students with special needs will receive guided instructions
to complete the assignment. These instructions will give the student ideas of what they
can write about and how to word it.
Students with gifted abilities: Students that I gifted, will be required to write a reflection
with no teacher input.
Early finishers (those students who finish early and may need additional
resources/support): Student as they finish early receive a word search that incorporate
their vocabulary for the week so that they can get out of practice and identifying those
words.
Extension Activity and/or Homework Time
Needed
For homework, students Will receive a short passage for them to write a response to. Students
10 min
will be required to identify the main characters, Location, and the main idea of the narrative have
that they receive.
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GCU College of Education
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Reflection:
Verbal discussions are an important part of ELA instruction. When done correctly it gives
the teacher the ability to get information into the students' understanding which in turn helps the
teacher modify instruction for students to benefit from (Krulder, 2018). Using meaning
instructional practices helps the needs of all learners, engage and motivate students during
instruction, and help make students become lifelong learners. In this lesson, there were a couple
of instructional strategies that I used. Some are: Thank-pair- Share, whole group and cooperative
learning discussions just to name a few.
With the use of cooperative learning, students are able to think about their stories, talk
about it, and share it with the class. Doing this enhances the students' communication skills. It
also promotes deep thinking and gives the student the opportunity to embrace and share with
others.
Another instructional strategy that I will incorporate in this lesson is classroom
discussions. Like think-pair-share, having whole group and small group discussions, students are
able to further their communication skills. This will teach them how to discuss fairly with one
another even if they disagree with the person ‘s opinion (Think-Pair-Share: Classroom Strategy
2020). Which activity helps students to be motivated and also encourages the student to be fully
engaged with the lesson.
© 2019. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Reference
Krulder, J. (2018, May 1). Bringing All Students Into Discussions. Edutopia.
https://www.edutopia.org/article/bringing-all-students-discussions.
Think-Pair-Share: Classroom Strategy. Reading Rockets. (2020, January 16).
https://www.readingrockets.org/strategies/think-pair-share#:~:text=Think%2Dpair
%2Dshare%20(TPS,2)%20share%20ideas%20with%20classmates.
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